Meet Pierre

Today, we introduce you to Pierre van Boxel, a beloved and multi-talented member of the ISL community. Whether he’s teaching in the classroom, supporting colleagues as a Positive Peer Coach, or lighting up the stage at the school talent show with his singing and piano playing skills, Pierre brings warmth, energy, and heart to everything he does. In this interview, he shares his journey at ISL, his passion for teaching, and what makes this community so special to him. 

Could you please introduce yourself and tell us about your role at ISL?

My name is Pierre van Boxel. I was born in Belgium, spent my teenage years in the Washington, DC area, and have now been living in Luxembourg for almost 17 years. This is my 10^th year at ISL. I started working full-time in the 2015-2016 school year as a teaching assistant in Kindergarten (K2 at the time), after a year of subbing all over the LS. While in that role, I completed my international teacher training (PGCEi) and am now enjoying my 6^th year as a Homeroom Teacher.

More recently, I became a certified as a Positive Peer Coach and am working toward my full ICF (International Coaching Federation) certification. As of this year, I am the Positive Peer Coaching Coordinator at ISL.

You recently transitioned to teaching Grade 2 after five years in Grade 3. How has that change been for you, and what motivated the move?

Despite the many changes over the 5 years I spent in Grade 3 (Literacy workshop implementation, PYP accreditation, etc.), I was ready for a change, and Grade 2 was what was available at the time. I was happy to move to that team and (re)connect with colleagues I hadn’t worked closely with (in a long time).

That said, the transition was more of an adjustment than I expected. “How different can just one school year make?” I thought. A whole lot, it turns out! The students are wonderful, but I definitely had to readjust my teaching style and expectations to them, as they really are that much younger, especially at the start of the school year.

Joining a new team also has its challenges. When you work with relatively the same group of people for years, you get into a rhythm, and it takes time to settle into a new group with its different and unique dynamic. We know this as teachers when we think of how different our classes can be from year to year, and the same very much applies to adult groups too!

What did you do prior to joining ISL, and what initially drew you to the school?

Before joining ISL, I finished up my Bachelor’s in Mathematics at the University of Luxembourg, and started an online Master’s in Foreign Language Education (English and French). During that time, I worked as a private tutor, supporting students aged 7 to 18 in languages and math.

As I was finishing up my Master’s I applied to a few schools in Luxembourg, but ISL stood out. I originally applied for a one-year cover position as a Math teacher in the US, but my background in Early Childhood led me to substitute in Early Years and Lower Primary instead.

I was a bit nervous at first, as I hadn’t been in an Early Years classroom in quite a few years by then, but it was really like riding a bicycle. As soon as I was back in there, all the reflexes came back and I felt at home. The sense of community at ISL was obvious right away, and that feeling has only grown over the years. ISL truly is a special place, where you can find people who genuinely have your back.

You are a certified Positive Peer Coach. Even though it is a practice between colleagues, in wider aspect do you have any chance to use some of your coaching skills into daily classroom life?

The main way I use my coaching skills with the students is through questioning – asking open-ended questions that get students to think for themselves rather than simply giving answers. This is particularly useful when supporting the children navigate conflicts or reflect on their learning. Although this is something I’d like to find more time for, I also try to weave in reflection and goal-setting wherever I can, encouraging students to take ownership of their growth and learning.

What does a typical day look like in your classroom?

Does any teacher have a “typical” day? If so, I’d love to know their secret! Every day and every year are usually very different. That’s what I love about teaching – you never know what a day might throw at you. If one doesn’t quite get the saying “life is what happens when you’re busy making plans”, I’d invite them to teach for a day. No matter what the plan might look like on paper, you’re constantly pivoting and adapting and shifting that plan to respond to your individual students’ and overall class’s needs in that moment. It’s a taxing job, but it is very rewarding.

Despite this, I try my hardest to stick to predictable routines, which are so important for children’s wellbeing, which is why a good schedule is so important. Our days here blend workshop-style lessons, thinking routines, hands-on learning, with breaks for movement and meals … I also try to include some short mindfulness exercise during the week to try to teach the children some strategies for emotional regulation and mental wellbeing.

How do you approach teaching and learning with your students, and what teaching methods or core values guide your practice?

This may sound cliché by now, but : “Relationships are everything.” Nobody can learn (or work ) in a space where they don’t feel valued. I try to put this at the core of everything that I do. Creating a safe, supportive classroom culture is my top priority. The academics matter too, of course, but the amazing thing is that learning happens naturally when the environment is right, just like plants can grow and thrive in a well-tended garden. My goal is for students to understand that learning is something we do together. It’s a shared responsibility: when we all show up and put in the effort, amazing things can happen!

What do you love most about working with students at this age, and how does it compare to teaching Grade 3?

Grade 2 students have so much energy, and they’re still very much learning how to learn and act at school. This is still true for some Grade 3 students, but I feel that they start settling down by then. (Well… some of them.)

Aside from that, the kids’ enthusiasm for learning is what I cherish most. They genuinely want to do well, because they know that you and their parents will be happy if they do. Part of my job, and I believe this is true regardless of the age group, is to show students the value of doing their best not to please others, but for themselves and gaining that pride in their own progress, rather than just seeking approval.

In what ways do you collaborate with colleagues, both within and beyond your grade level, to create a cohesive learning experience?

Just like “relationships are everything” in the classroom, the same is true for working with adults. I try to share as much as I can (lessons, ideas, materials, etc.) and I make and effort to ‘tend that garden’ and spend time with colleagues. Although it is difficult to find time to do this with people who are outside your direct team, I try to be involved in different initiatives (committees, book clubs, social events, etc.). Those connections make collaboration so much smoother, I find.

At the end of the day, collaboration is about trust. While I think every voice matters, I also recognize that not every decision is mine to make. I trust that leadership is making choices with students’ and teachers’ best interests in mind, and I focus on what I can contribute rather than resisting change, even if I personally would have done things differently. At the end of the day, if members of our community aren’t harmed by it and if it helps move us forward, even just a tiny bit, then it’s worth a try! Challenges are inevitable, but I’d rather approach them with a problem-solving mindset and a team-oriented spirit.

In your experience, what do you think is unique about ISL?

The community. Hands down. There are such wonderful people here. People who care deeply about each other and their students. Of course, some days are more difficult than others, but I have made strong friendships here that make all the difference. Most people here genuinely want to collaborate, try new things and support one another. I’ve seen it over and over—when someone is struggling, people step up. If you’re having a tough time or make a mistake, it’s okay. We got you.

What key skills and habits do you hope your Grade 2 students develop by the end of the school year?

My hopes and dreams for my students is that they leave Grade 2 feeling proud of their growth and confident to start Grade 3. I hope that they have stronger aptitudes and approaches to learning than they had when they started, and that will serve them as they continue growing on their journey. I want them to feel like they can tackle new challenges with greater independence and that as long as they try their best and learn from the many mistakes they will surely make, they will continue learning and growing.

Could you describe ISL in five words?

Community, Supportive, Dynamic, Resilient, Growth.